Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.605482
Title: Exploring the intercultural development of first year UK and non-UK psychology students
Author: Lantz, Caprice
ISNI:       0000 0004 5358 3254
Awarding Body: University of York
Current Institution: University of York
Date of Award: 2014
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Abstract:
Understanding students’ intercultural development has become increasingly important with the recognition that graduates require knowledge, skills, and attitudes that will allow them to contribute effectively in a global context. Although universities policies often suggest that students who study on culturally diverse campuses will mix and develop interculturally little research actually explores the extent to which this occurs. This study examined the intercultural development of a cohort of first year UK and non-UK psychology students studying at one UK university. The Intercultural Development Inventory was used to assess students’ stages of development upon entry and seven months on. Questionnaires and interviews further explored students’ intercultural experiences prior to and during university. Students entered university at a range of developmental stages. There was no statistically significant difference between the mean scores of UK and non-UK students. Although the majority of students reported relatively high levels of intercultural contact during university, particularly non-UK students, neither group experienced a significant change. Time lived abroad best predicted initial development for all students. Having friends from other cultures was also a predictor for UK students and growing up in cities was a predictor for non-UK students. No variables predicted changes in students’ scores. However, ‘feelings of not fitting in’ had a small negative relationship with UK students’ change scores and ‘being increasingly active in clubs and societies’ had a small negative relationship with non-UK students’ change scores. Thematic analysis suggests that students’ development may have been hindered by the intercultural challenges they experienced at university. UK students with limited prior intercultural experiences in particular reported challenges although some non-UK students with extensive intercultural experience also experienced challenges. Cultural clustering and administrative segregation may have also limited contact opportunities.
Supervisor: Davies, Ian ; Wakeling, Paul Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.605482  DOI: Not available
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